(6) Adverbs may be placed either before or after the verbs they modify; thus The old man then spoke kindly to the little child. adj. adj. n. adv. v. adv. prep. adj. adj. n. (c) When adverbs modify adjectives or other adverbs, they are placed before them (344); thus She could read and write quite well for one so young. adv. adv. prep. pro. adv. adj. The business affairs of some men do not, at this season, prep. adj. n. adj. adj. n. V. adv. prep. adj. allow them very many opportunities for rest or pleasure. v. pro. adv. adj. n. prep. 11. C. n. n. Notice that the adverb 'not,' and the phrase 'at this season,' come between the two parts of the predicate 'do allow,' in the last sentence. (d) Adjectival and adverbial phrases naturally follow the words they limit, as shown in the sentences above. 53. The logical order of the elements in a sentence is by no means strictly adhered to. Indeed, our language is so flexible that we may express the same thought in different ways by changing the order of the elements, especially the subordinate elements. However, in the assertive sentence (which is the only kind we have considered so far), the leading elements, subject, predicate, and object, usually come in that order. 54. Rewrite the following sentences, placing the elements in their logical order: 1. A mighty man was he. 2. Uneasy lies his head. 3. Blessed are the pure in heart. 4. Swiftly fly the twilight hours. 5. A prettier scene you never saw. 6. A jolly old soul was he. 7. A lovelier flower on earth was never seen. 8. Down swept the chill wind from the north. 9. Slow and sure comes up the golden year. 10. Beneath the arched gateway, stood a single sentinel. 11. Silently and sadly fell the autumn leaves. 12. Seaward still flows the brook, clear and sparkling. 13. Louder and still louder thundered the tempest. 14. Between Nose and Eyes, arose a strange contest. 15. Against the wall leans the peach tree, and over all wanders the woodbine. 16. There, in the midst of its farms, reposed the Acadian village. Strongly built were the houses, with frames of oak and of hemlock. 17. Floated the boat, with its dripping oars on the motionless water. Filled was Evangeline's heart with inexpressible sweetness. (135, Note.) 18. Still stands the forest primeval; but under the shade of its branches Dwells another race, with other customs and language. 22. Now fades the glimmering landscape on the sight, And all the air a solemn stillness holds. 23. Filled with awe was Hiawatha At the aspect of his father. On the air about him wildly Tossed and streamed his cloudy tresses. To the Student.-When the sentences above have been rearranged, indicate the elements in the following manner: * Draw heavy lines under the subject, predicate, and object. Draw a light line under each phrase beginning with a preposition. Make a dotted line under the connecting elements. MODEL. He preached the gospel to the poor, and He healed the sick and fed the hungry. (79c.) Note. When a conjunction is omitted, it may be supplied in brackets; thus The wave was clear, [and] the beach was bright *To the Teacher.-This marking of the elements is not given here as a system of diagraming. You will notice that the adjectives and adverbs are not indicated. For beginners, at least, marking the leading elements (including phrases entire) is better than a complex system that goes into detail. Too often the latter becomes mere guess-work with the student, causing him to lose sight of the real object of analysis-dissection of the thought expressed. Transposing inverted sentences by placing their elements in logical order, is an exercise that may, with profit, be extended. It trains the student to see the leading elements at a glance, and to grasp at once the thought of the sentence,-a matter of paramount importance aside from its syntactical bearing. But the real benefit of this exercise cannot be realized by practicing with detached sentences or single couplets. Longer selections, in which there is a thread of thought running through several verses, are more profitable. Longfellow's "Evangeline," and "Hiawatha" contain many excellent passages for this work. LESSON 10. KINDS OF SENTENCES. 55. Besides the assertive sentence (the kind used to make assertions, or simple statements), there are three other kinds; namely, interrogative, imperative, and exclamatory. The ways in which these sentences differ from the assertive sentence, and from each other, are as follows: 56. Interrogative Sentence.-This is the question-asking sentence (inter- 'between;' rogare, 'to ask,'), and the way in which its arrangement differs from the assertive sentence is that the predicate, at least a part of it, usually comes before the subject; thus Can the boy write? Has she a home? Did they go? How soon will he arrive? (a) In pointing out the principal elements of such sentences, consider them as being assertive answers to themselves; thus— The boy can write. She has a home. They did go. He will arrive soon. Remark.-In sentences like the last one, the interrogative word (such as, how, why, where, when,) is not used in the answer; it should be parsed as an interrogative adverb. (105.) (b) Three words frequently used in asking questions are who, which, and what. These words are sometimes the subjects of interrogative sentences, and sometimes the objects. When a sentence beginning with either of them cannot be changed into an assertive answer, by using the same words and no others, the who, which, or what is the subject; as— Who bought it? Which was there? What ails you? But when the sentence beginning with either of these words can be changed into the assertive form and make sense without using other words, the who, which, or what is not the subject; asWhich do you prefer? What were they hunting? For whom did you ask? Examples: You do prefer which? You did ask for whom? [See 348 a.] 57. Imperative Sentence.-This is the kind of sentence used when we wish to command or make a request. The peculiar thing about it is that the subject is always omitted but is understood to be you (the person spoken to); thus [You] 'Bring me the book.' [You] 'Please shut the door.' In such commands as― "Go," "Forward, march," "Charge for the guns," he said, the real meaning is— '[You] go,' '[You] march forward,' He said, '[You] charge for the guns.' In analyzing imperative sentences, say merely that 'the subject is you, understood,' or that 'the subject is not expressed? [For the punctuation of assertive and imperative sentences, see paragraph 314.] 58. We have seen that words denoting strong feeling are not 'parts of speech,' being simply interjections. (31; also 340.) These exclamations may include several words; as O! Absalom, my son, my son! Eternity! Oh how long! But such expressions are not sentences, since they do not contain a verb. However, whole sentences may be used in an exclamatory way to denote strong feeling of some kind; as O could I speak His matchless worth! Oh, if I could but live my life over again! Remarks. These exclamatory sentences, when taken with their connections, are found to be subordinate sentences [ clauses] of condition. (188.) (a) The exclamatory sentence sometimes has the interrogative form to express strong feeling, without any expectation of an answer; as— How could he act so! Who could have thought such a thing! (b) Assertive sentences are sometimes made exclamatory in utterance, the order of elements remaining unchanged; thus utterance. As it I could be guilty of such a thing! And that man talks of virtue! (c) Imperative sentences or expressions are often exclamatory in their When written, they are followed by the sign of exclamation; thusForward! Charge for the guns! Don't give up the ship! LESSON 11. WORD-MAKING. Note to Teacher. This lesson is put here, chiefly for reference purposes in connection with subsequent work. It may be taken part at a time, along with future lessons, as indicated in paragraph 79 b. 59. We get the words in our language from two sources; or, in other words, they are of two kinds; namely— Those that originated with or in the language. Those that have been borrowed from other languages. The first kind are called Anglo-Saxon (pure English) words; the others are called foreign words. Both foreign and English words are divided into three classes: SIMPLE, DERIVATIVE, and COMPOUND. Remark. These three classes have reference to the forms of words and not to the parts of speech to which they belong. 60. Simple Words are those that are not made from (or out of) other words, such as do, kind, seven, home, bear, will. (Simple words are also called "root," "primitive," or "radical" words.) 61. Derivative Words are those that are derived from other words by the use of prefixes and suffixes, as, ado, unkind, seventy, homely, unbearable, unwilling. A prefix is a syllable placed before a word; as, ado, unkind. A suffix is a letter or syllable placed at the end of a word; as, homely, seventy. Prefixes and suffixes are called affixes. Sometimes a prefix and suffix are both added to a word; as, unwilling, unbearable, unkindness. 62. Compound Words are those that are made by uniting two or more words into one; as, penholder, mankind, railway, bookkeeper, runaway, wood-box, Anglo-Saxon. 63. One peculiarity about derivative and compound words is that they may, and generally do, belong to a different part-of-speech from the word or words out of which they are made. Thus the adjective 'truthful' is derived |